New Perspectives in Science Education

In Morocco, the Regional Centers for Education and Training Professions (CRMEFs) have undergone an update of the training program for teaching staff in connection with Project No. 9 of Framework Law 51.17 [1]. This project focuses on the renewal of education and training professions and the upgrading of career path management. The Professional Training Kit for bilingual primary education leaders has been renewed as part of the development engineering preparation, led by the Higher Education Partnership Program - Morocco (HEP-M). The Kit includes eighteen modules and workshops, one of which is "Support for Basic Science Training", which serves as the focal point of this research. It aims to strengthen scientific knowledge related to the scientific awakening program (Life and Earth Sciences and Physical Sciences) among future teachers. The present study corresponds to a concrete reflective vision concerning the implementation of the module in question with the objective of enhancing the standard of science education in primary schools. Its objectives include: inventorying the management modalities, determining the constraints of adopting the syllabus in the current situation, suggesting alternatives and/or effective solutions to better manage its activities. The results are gathered from nine regions using an online questionnaire consisting of 23 questions, addressed to life and earth science as well as physical science teacher-trainers involved in teaching the module at various CRMEFs across Morocco kingdom. The obtained results support the partial adoption of the syllabus in question. These findings argue in favor of the implementation of the "Support for Basic Science Training" module, which relies on a wide range of concrete and digital resources. However, However, the surveyed teacher-trainers have shown limited emphasis on the flipped classroom approach, with only a 35% adoption rate. Similarly, limited attention has been given to practical work and supporting self-training due to several constraints. As the discussed module is integrated into a consistent and supplementary training structure that underscores self-directed learning and tackles the outlined challenges of science education at the CRMEFs in this study, we present the following preliminary recommendations for effective activity management: Introduce MOOCs in sciences to streamline the incorporation of the flipped classroom approach and guarantee assistance for self-directed learning; Guide the self-training of aspiring teachers; Supply well-equipped laboratories to ensure the practical work's feasibility; Review the entry requirements for CRMEFs; Reduce class sizes, and Establish a platform for collaboration and communication among science educators on a national scale.

Keywords: Morocco, Management Modalities, Sciences, CRMEFs, Professional Training Kit, Syllabus

References:

[1] Official Bulletin (2019). 51.17 Law related to education, training, and scientific research. n°6805, 19 August 2019, 5623-5637. (https://cg.gov.ma/en/node/7482)